KILDWICK CE VC PRIMARY SCHOOL

Learning to Live, Living to Love, Loving to Learn

Behaviour Policy

 

Date Approved:  Summer 2019

 

Next Review:  Summer 2019

Values Statement linked to our school Vision

At Kildwick CE VC primary School we value the individuality of all our children. We are committed to giving all our children every opportunity to achieve the highest of standards in all that they do, underpinned by our deeply Christian ethos. We do this by taking account of pupils’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. Their achievements, attitudes and well-being matter and we offer them the opportunity to discover their gifts and talents given to them by God and experience ‘life in all its fullness’ (John 10:10). This policy helps to ensure that this school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.

Aims

We aim to

  • Provide a calm, safe, purposeful and happy atmosphere within school, where everyone feels safe, welcome and secure.
  • Have a consistent and positive approach to behaviour throughout the school by providing clear boundaries and modelling appropriate behaviour.
  • Encourage self-discipline so that each child learns to accept responsibility for their own behaviour.
  • Ensure that every member of the school community behaves in a considerate, co-operative way towards others reflecting the ethos of our Christian values.
  • Help our children develop into caring and thoughtful people who respect and value the feelings, opinions, beliefs, property and differences of others.
  • Encourage our children to co-operate with one another and with adults in the school.
  • Create a positive climate with realistic expectation.
  • Provide additional and different behaviour support and guidance for pupils with specific needs.
  • Work alongside parents to encourage our children to develop their mind, body and spirit in preparation for living life in all its fullness. How we will achieve our aims:
  • We will provide a caring community whose values are built upon mutual trust and respect for all, where children and adults have access to support and advice where needed.
  • We will establish clear rules and boundaries. We will have a clear set of rights, expectations and routines for all members of the school community. Additionally, each class will agree and display its own rules. Playground rules will be agreed. Key stages will use age appropriate systems.
  • We will ensure that all children understand the rewards and consequences. Wherever possible, a problem solving approach will be adopted by children and adults to resolve differences. Consequences may still need to be enforced but the decision is shared and explained.
  • The adults in school have an important responsibility to model high standards of behaviour in their dealings with children and with each other as their example has an important influence on the children.

Rights and Responsibilities

Staff

Rights

Responsibilities

· To be supported by peers and senior leaders.

· To be listened to.

· To share opinions.

· To be treated courteously by all others in the school community.

· To be made fully aware of the schools systems/policies/expectations.

· To receive appropriate training to increase skills in behaviour management.

 

 

 

 

· To safeguard all children.

· To ask for support when needed.

· To offer support to colleagues and leaders.

· To listen to others.

· To give opinion in a constructive manner.

· To model courteous behaviour.

· To recognise and acknowledge positive behaviour in others.

· To seek information and use lines of communication.

· To support others developing their skills in promoting positive behaviour and good attendance.

· To acknowledge areas of own behaviour management skills which could be developed.

· To try new approaches.

· To adopt the practises illustrated in the Young People’s Safeguarding Charter.

 

 

Children

Rights

Responsibilities

· To be treated with respect.

· To be kept safe.

· To learn.

· To make mistakes.

· To be listened to.

· To be independent.

· To be valued.

· To be taken seriously.

 

· To behave respectfully to others.

· To behave in a way which keeps self and others safe.

· To attend school regularly.

· To be willing to learn.

· To allow others to learn.

· To learn from our own mistakes.

· To allow others to make mistakes.

· To give opinions in a constructive manner.

· To listen to others.

· To act in a trustworthy way.

Roles

Governors are responsible for

  • Supporting the school to provide a calm, safe, purposeful and happy atmosphere, where everyone feels safe and secure.
  • Ensuring that the school has a policy, which is implemented, communicated, published, monitored, evaluated and reviewed.
  • Making appropriate resources available for the policy to be fully implemented.
  • The headteacher has the day-to-day authority to implement the school’s policy on behaviour and discipline, but governors may support the headteacher on particular disciplinary issues. It is the responsibility of the headteacher, under the School Standard and Framework Act 1998, to implement the school Behaviour Policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. All staff are responsible for:
  • Providing a calm, safe, purposeful and happy atmosphere within school, where everyone feels safe and secure.
  • Discussing and consistently reinforcing school expectations.
  • Ensuring that they are aware of the Behaviour Policy and that they have the necessary skills to deal with situations as they arise.
  • Implementing, communicating, publishing, monitoring, evaluating and reviewing the school policy.
  • Ensuring that every opportunity is made to resolve conflicts, should they arise, in a manner that maintains positive relationships.
  • Acting as good role models.
  • Managing challenging behaviour in accordance with the school policy.
  • Keeping parents/carers informed of behaviour issues as they arise.
  • Keeping records of all reported serious incidents of misbehaviour.

The headteacher has the responsibility for giving fixed-term exclusions to individual children for serious acts of misbehaviour. For repeated or very serious acts of anti-social behaviour, the headteacher may permanently exclude a child. These actions are taken only after the school governors have been notified. Parents/carers are responsible for:

Ensuring that they support the creation of a safe and secure school.

  • Supporting the school policies.
  • Working with the school to encourage children to maintain school expectations.
  • Acting as good, positive role models.
  • Supporting their child’s learning, and to cooperate with the school, as set out in the homeschool agreement.
  • Supporting the actions of the school. If parents have any concerns about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the headteacher. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

Role of the School Council

We wish to work closely with the School Council and to hear their views and opinions as we acknowledge and support Article 12 of the United Nations Convention on the Rights of the Child that children should be encouraged to form and to express their views. The School Council will be involved in:

  • determining this policy with the Governing Body.
  • discussing improvements to this policy during the school year.
  • devising school rules and sanctions.
  • reviewing the effectiveness of this policy with the Governing Body.

As adults, we have a vital part to play as role models.

We do this through

  • demonstrating good manners
  • modelling positive behaviour in relationships with adults and children including our Christian Values
  • teaching appropriate behaviour and giving positive feedback when pupils are behaving well
  • showing respect for every child as an individual
  • making every child feel valued
  • not accepting bullying or anti-social behaviour in school, on any level, at any time
  • being aware of vulnerable children
  • being seen to be fair and consistent
  • responding quietly, calmly, consistently and positively
  • criticising the behaviour not the child
  • avoiding labelling,
  • listening with empathy and tact
  • handling confidential information with sensitivity
  • having regular liaison and update meetings internally and with relevant outside agencies to make our policy effective
  • having an awareness of our appearance and demeanour and the messages they give. We have produced a home school agreement in order to formalise this agreement between all parties.

Behaviour Systems – Rewards and Consequences.

We will manage behaviour through the consistent application of rules, rewards and consequences. As a school we firmly believe that everyone has the following rights

• A right to learn.

• A right to feel safe.

• A right to respect.

EYFS / Key Stage 1

Children in Foundation and Key Stage 1 are expected to follow the Class Rules, which are discussed frequently and prominently displayed in the classroom. These are linked to our Core Values.

Throughout EYFS and KS1 we have a ‘traffic light’ system in place which is used to reward positive attitudes and discourage poor learning behaviour in class.

All children begin each day with a fresh start.

Children who consistently demonstrate positive attitudes and behaviour will be moved up the behaviour system and given a house point, linked to a Core Value.

Children who demonstrate poor learning behaviour will be first given a verbal warning then, if the negative behaviour continues, they are moved down the traffic light.

If behaviour improves, they may be moved back to green. If negative behaviour continues, then they miss a playtime playtime in the Headteacher’s office.

(EYFS children may be sent to the Headteacher for 5 minutes or spend part of playtime with the teacher on duty at the discretion of the teacher).

In EYFS and KS1 there is also a Star learner of the Day system to reward children who have demonstrated consistent positive learning behaviour.

Key Stage 2

Rewards

We encourage good patterns of behaviour by using

  • non-verbal signals
  • positive verbal comments and praise
  • positive comments written in books
  • giving children responsibility
  • sharing positive aspects with others
  • awarding stickers for children to wear, in order to motivate / reward
  • awarding house points
  • recognition in achievement assembly/worship by awarding certificates
  • weekly celebration Collective Worship
  • displayed work
  • house points

House Points

Our reward system is based around children gaining house points. House points are

• Allocated to the children’s designated Core Value house

• Points awarded for positive behaviour and good learning behaviour, linked to our Core Values

• Each week points are collected by Class Four, which is then announced in Friday Achievement Collective Worship

• Each term the champions will achieve a non-uniform day in their team colour. Midday supervisors are made aware of and understand the reward and consequences system. Concerns regarding children’s behaviour at lunchtime will be brought to the class teachers’ attention. Midday supervisors are also able to use rewards and consequences from those detailed throughout the policy.

Fixed-term and permanent exclusions

We do not wish to exclude any child from school, but sometimes this may be necessary. The school has therefore adopted the standard national list of reasons for exclusion, and the standard guidance, Improving Behaviour and Attendance: Guidance on Exclusion from School and Child Referral Units (DfES, January 2003). We refer to this guidance in any decision to exclude a child from school. The relevant Internet address is:

www.teachernet.gov.uk/management/workingwithothers/safeschools/exclusio…

 

Use of Restrictive Physical Intervention – Team Teach

At Kildwick CE School the use of restrictive physical intervention is seen as a last resort when all other options have been exhausted and will be used with the minimum degree of intrusion required to resolve the situation. Where possible the use of restrictive physical intervention will be carefully planned and involve staff who have received awareness training on de-escalation techniques and approaches and the Team Teach approach to the use of restrictive intervention.

The school has adopted the CYPS guidance The Use of Restrictive Physical Intervention for Children and Young People (NYCC, June 2009).

SEND

Where a teacher, in discussion with the SENDCo and Senior Leaders feels that reasonable adjustment must be made to the provision provided to a child who is unable to work within the general school policy, a personal behaviour plan will be drawn up by the SENDCo, with support of the class teacher. Risk assessments will accompany this if necessary. The plan will be shared with parents and then a copy will be kept in school.

Incidents of Inappropriate Behaviour Outside of School and on Media Sites

The law states that teachers have a statuory power to discipline pupils for misbehaving outside of the school premises. Headteachers have a specific statutory power to regulate pupil’s behaviour in these circumstances “to such extent as is reasonable.”

School is aware that teachers may discipline a pupil for

Any inappropriate behaviour when the child is

  • Taking part in any school-organsied or school related activity
  • Travelling to or from school
  • Wearing school uniform
  • n some other way identifiable as a pupil at our school.

Or inappropriate behaviour at any time, whether or not the conditions above apply, that

  • Could have repercussions for the orderly running of the school
  • Poses a threat to another pupil or member of the public
  • Could adversely affect the reputation of the school.

In response to all non-criminal inappropriate behaviour and bullying which occurs anywhere off the school premises and which is witnessed by a staff member or reported to the school, school will respond in the following way

  • The child will be spoken to regarding the incident
  • Any other children involved in the incident will be spoken to
  • Parents will be contacted regarding the incident
  • If it is felt that there will be repercussions in school the child(ren) involved will be monitored by school staff
  • If follow up incidents do occur then the schools procedures will be adhered to
  • If the incident witnessed raises child protection concerns then the schools Child Protection Policy and procedures will be adhered to

If the incident witnessed involves breaking the law then the police will be contacted.

The above procedures also apply to incidents of inappropriate behaviour involving media sites. School has an E-Safeguarding Policy which can also be referred to.

Monitoring and review

This policy is reviewed annually to ensure it reflects current practice